Updated Final Manuscript Social Support and Self Esteem

San Sebastian College – Recoletos de 1
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THE RELATIONSHIP OF SOCIAL SUPPORT ON THE LEVEL

OF SELF-ESTEEM AMONG SENIOR HIGH SCHOOL STUDENTS OF SAN
SEBASTIAN COLLEGE-RECOLETOS DE CAVITE
An Undergraduate Thesis
Presented to the Faculty of Psychology Department
College of Arts and Sciences
San Sebastian College – Recoletos de Cavite
Cavite, City
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Psychology
By
CAMERINO, ARJONETH S.
YAP, JOI CHRISTINE L.
(GROUP 11)
JANUARY 2019
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ABSTRACT
Background: Support from social relationships plays an important role in the
development of self-esteem during the stage of adolescence. Aim: The study aims to
examined the relationship between the social support and self-esteem of the adolescent.
Method: The study was conducted at San Sebastian College-Recoletos de Cavite and
utilized three hundred fifty (350) respondents age ranging from 15-19 years old, one
hundred fifty-five (155) male respondents (44%) and one hundred ninety-five (195)
female respondents (56%). The Rosenberg Self-esteem Scale and the Multidimensional
Scale of Perceived Social Support were used to administer by the researchers to the
respondents. Results: The level of Social support among Senior High School students
had High support, and the level of self-esteem had moderate self-esteem. Results
revealed that there has no significant relationship between social support and self-
esteem, also there has no significant differences in gender on the level of social support.
However, on the level of self-esteem has a significant difference in gender. Therefore,
based on the findings of the study, an action plan will be proposed by the researchers to
alleviate concerns about self-esteem and social support among the Senior High School
students.
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Keywords: Self-esteem, Social support, Adolescents
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TABLE OF CONTENTS
Title Page 1
Approval Sheet
Oral Defense Endorsement Form
Certificate of Originality
Certificate of English Editing
Acknowledgment
Abstract 2
List of Tables
List of Appendices
CHAPTER 1: INTRODUCTION 6
Background of the Study 6
Statement of the Problem 7
Definition of Terms 9
Theoretical Framework 10
Conceptual Framework 11
Significance of the Research 11
Scope and Delimitations 13
CHAPTER 2: REVIEW OF THE RELATED LITERATURES 14
Social Support 14
Self-Esteem 17
Adolescents 19
Synthesis 20
CHAPTER 3: METHODOLOGY 22
Research Design 22
Subjects and Study Site 22
Research Instrument 23
Data Gathering Procedure 25
Ethical Consideration 26
Statistical Treatment of Data 28
CHAPTER 4: RESULTS AND DISCUSSION 29
Research Problem no. 1 29
Proposed Action Plan 35
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Discussion 36
SUMMARY, CONCLUSIONS AND
CHAPTER 5: 38
RECOMMENDATIONS
Summary and Findings 38
Conclusions 41
Recommendations 42
REFERENCES 44
APPENDICES 51
A. Informed Consent and Parental Consent 52
B. Approved Letter from VP Academics 54
Approved Letter from the Principal of Senior High School
C. 55
Department
D. Multidimensional Scale of Perceived Social Support 56
E. Permission to use the MSPSS by Public Domain 57
F. Letter for Requesting Permission to use the MSPSS 58
G. Permission to use the MSPSS 59
H. Rosenberg Self-esteem Scale 60
I. Permission to use the RSES by Public Domain 61
J. Requesting Permission to Use the RSES 62
K. Permission to use the Rosenberg Self-Esteem Scale 63
L. Demographic Profile 64
M. Population of the Senior High School Students 65
N. Sampling Method for Sample Size (Slovin’s Formula) 66
O. Timetable for Research in Psychology 67
P. Budgetary Requirements 68
Q. Qualitative Comments 69
R. Proposed Intervention Plan (Action Plan) 70
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CHAPTER 1
INTRODUCTION
Background of the study
Nowadays, the adolescent’s level of self-esteem may vary depending on the
support and compliments they receive from the social relationship. Receiving support
from other people has a big effect on an adolescent. Their self-esteem increases when
they know that people around them appreciate their skills and capabilities.
Lack of support from family, friends and significant others, on the other hand,
may be detrimental to adolescent. It is at this stage that they form their opinions about
themselves and may be influenced by how others perceive them.
Social support is rooted in different sources such as family, friends, and
significant others (Kassin, Fein & Markus, 2014). A home is a place an adolescent can
have social support. It is the place where they live with people they always associate
with, their parents and siblings. Teens who are often supported by their parents can
easily open up with their thoughts and feelings. Parents can provide emotional support
when their adolescent children are facing difficulties and self-doubt.
On the other hand, some teens find comfort with their friends especially when
they cannot relate to their parents. Friends can understand their situation because they
are in the same circumstance and can possibly to cheer up when things go unwell to
help a person to boost their self-beliefs. It is easier for an adolescent to a friend to open
up their problems about themselves especially when they are facing difficulties at home.
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Support from significant others such as romantic relationship, teachers, and
the like, can help an adolescent build up self-esteem. Receiving support from significant
others like romantic relationships plays a role in an individual’s life. Being involved in a
romantic relationship can decrease the possibility of being lonely (Chow, Ruhl, &
Buhrmester, 2015). Thus, an adolescent might not feel alone and they believe there is
someone whom they can share thoughts whenever they feel down with themselves.
Teachers can also help an adolescent to boost their self-confidence in terms of
school activities by showing support. They could also help their students to improve
their self-beliefs when it comes to their academic performances.
Although there are several studies in analyzing the relationship between
social support and self-esteem, there are only few researches published locally.
Therefore, this study will add to the growing local literature about the relationship
between social support and self-esteem among adolescents.
Statement of the Problem
General:
The focus of this study is to explore the relationship between social support
and the level of self-esteem among Senior High School students of San Sebastian
College-Recoletos de Cavite. Specifically, the researchers would like to find out:
Specific:
1. What is the demographic profile of the Senior High School students in terms of
gender?
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2. What is the level of social support among Senior High School students as measured
by the Multidimensional Scale of Perceived Social Support?
3. What is the level of self-esteem among Senior High School students as measured by
the Rosenberg Self-esteem Scale?
4. Is there a significant relationship between social support and self-esteem among the
Senior High School students?
5. Are there significant differences in the level of social support of the Senior High
School students when grouped according to gender?
6. Are there significant differences in the level of self-esteem of the Senior High
School students when grouped according to gender?
7. Based on the findings, what action plan can be proposed to address the social
support and self-esteem among Senior High School students?
Hypothesis
1. There is no significant relationship between social support and self-esteem among
Senior High School students of San Sebastian College Recoletos de Cavite.
2. There are no significant differences in the Social support and Self-esteem of the
Senior High School students when grouped according to gender.

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Definition of Terms
1.) Social Support- is a kind of help and assistance that an individual gets from other
people. They are he concern for one's self where they can give advice, support in
terms of finance and sense of belongingness (Kumar, Lal & Bhuchar, 2014). In this
study, the term is subdivided to family, friends and significant others as measured
by the Multidimensional Scale of Perceived Social Support.
2.) Family- Families are composed of parents with their children who are living
together as one household or also known as the nuclear family (Morillo, Capuno, &
Mendoza, 2013). In this study, the term is part of a source of social support.
3.) Friends- Friendships can be flexible and mutual. This is usually a person whom
they can share thoughts or feelings, and often have similarities in terms of personal
characteristics, experiences, and lifestyle (Nicolaisen, & Thorsen, 2016). In this
study, the term is part of a source of social support.
4.) Significant Others- is defined as any person that is important and close on one’s
life (Rantala, Ekwall & Forsberg, 2015). In this study, the term is also part of the
social support.
5.) Self-Esteem – it is an evaluation of one’s own worth as a person (Neff, 2011). In
this study, the term means of desire to feel accepted and for reputation or respect by
the others to feel the self-worth.
6.) Adolescence – it is a stage of human development in ages 10-19 years old (World
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Health Organization, 2018). In this study, the term pertains to the students of San
Sebastian College-Recoletos de Cavite within the age range to 15-19.
Theoretical Framework
The first theory that guided this study was the Need Hierarchy Theory
formed by Abraham Maslow in 1943. The theory has five levels, from the bottom of the
hierarchy upwards the needs are: physiological, and safety belongs to basic needs.
While love and belonging, and esteem is part of the psychological needs. Maslow
classified the esteem needs into two categories: esteem for oneself and the desire to
respect from others or for reputation, then lastly the self-actualization is the self-
fulfillment needs. The need for reputation or respect is the most important thing for
children and adolescents and precedes real self-esteem or dignity (McLeod, 2018; &
Kaur, 2013).
Another theory that led this study is the Attachment Theory by John Bowlby
in 1958. Attachment theory describes how the parent-child relationship can affect and
influence subsequent development. It was also stated that the child was fed by the
parent, thus, the child becomes attached (McLeod, 2017). The attachment bond is also
known as affection bonds or ties, where a person has great emotional significance on
other people and is therefore not interchangeable (Fonagy, 2018). Definitely, a person
may depend on their self-esteem based on the support they get from their parent.
Besides, parent support serves as a help in determining the quality of one's self-concept.
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Conceptual Framework
Social
Support
Senior High
School Action
Students Plan
o Male
Self- o Female
Esteem
FIGURE 1: RESEARCH PARADIGM
Figure 1 shows the process of the study where the researcher will identify the
relationship between social support and self-esteem using the Multidimensional Scale
of Perceived Social Support (MSPSS) and the Rosenberg Self-Esteem Scale (RSES). It
shows the difference between the social support of male and female; and self-esteem of
male and female. Based on the results of the research, an action plan will be proposed
by the researchers to alleviate concerns about self-esteem and social support among the
Senior High School students.
Significance of the Research
The results of this study are relevant and helpful to the following:
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Adolescents. The main beneficiaries of this study are the adolescents to
know the importance of social support and their self-esteem. During this stage,
adolescent’s level of self-esteem may vary depending on the support and compliments
they receive from the social relationship.
Public Readers. This study will benefit the public readers for them to have a
better understanding of the importance of being sensitive on what they will say because
it may affect the self-esteem of a person. It will also benefit the public readers to draw
attention to this particular concern in order to take action and produce possible
solutions.
Society. It may serve as awareness for the society to know the importance of
giving support on their families, friends and significant others in terms of emotional,
informational, financial or physical support.
School Counselors. It may also enable school counselors to be more aware
on the self-esteem status of the students and may use the result of this research as a
basis on conducting a seminar about the importance of giving social support.
Future Researchers. This study will serve as a reference, as well as use the
test instrument with other types of respondents to investigate if the result will yield the
same outcome.
There are limited number of local studies in analyzing the relationship
between social support and the level of self-esteem among adolescents. Therefore, this
research contributes to the literature and practices in this field.

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Scope and Delimitation of the Study
The primary concern of this study is to determine the relationship of social
support on the level of self-esteem of an adolescent. The study will be limited to the
following:
1. The study will focus on the Senior High School students of San Sebastian
College-Recoletos de Cavite and will not represent the general student
population of the school and the senior high school student population in
Cavite.
2. The respondents who will participate in this study should have the
following criteria:
a) Must be currently enrolled in the Senior High School Department of
San Sebastian College-Recoletos de Cavite at the time of data collection;
b) The age of the respondents must be 15-19 years old, and
c) Must be willing to participate in the study as conformed by signing a
free prior and informed consent form, together with the parent/guardian
consent form.
3. The age range of an adolescent as defined by World Health Organization
(2018), are aged between 10-19. Since the study will only focus on the
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Senior High School Students, it will only limit the age gap that is between
ages to 15-19.
CHAPTER 2
REVIEW OF RELATED LITERATURE
In this chapter, past literature and studies will be reviewed and presented to
support the study at hand.
Social Support
Social support pertains to the experience of being appreciated, respected,
cared about, and loved by others who are present in one's life. Family, friends, teachers,
community, or any social groups may provide assistance in the form of perceived social
support. Adolescents want to feel that they are socially accepted by others to feel their
self-worth (Kassin, Fein, & Markus, 2014).
According to Feeney and Collins (2015), a person who is supported through
their life is likely to be happy and healthy, confident when it comes to their own
abilities, effective individual who is unlikely to break down in difficulties, active
contributors to the community, compassionate and helpful to others, as well as, they are
incapable of maintaining healthy relationships.
Families are composed of parents with their children who are living together
as one household or also known as the nuclear family. Filipinos were well known as
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being a family-centered, child-centric having close ties characterized by mutuality, and
large family size. Because in the Filipino context, familyism is established in its social
domain so it provides an interesting study. The study found that the Filipinos are more
likely to value their family (Morillo, Capuno, & Mendoza, 2013).
Peers also have a big impact on each individual’s life because they make an
individual happy when they are down. According to the study of Smith et al. (2015)
during adolescence, they value and process the existence of their peers. Also, the
presence of peers could inspire the adolescents to get involved in an activity when there
is an opportunity. Moreover, it is beneficial for them to engage in the classroom and
extra-curricular activities when their peers are present.
Friendship is one of the important aspects of life through the lifespan of an
individual. The study reveals that when positive friendships are linked, it will cause a
healthier psychosocial adjustment. People, especially the youth who share the same
thoughts or interests, are related to their over-all experiences and the quality of life that
perceived friend support can predict lower levels of sadness. Although the researchers
agree on that, the main factor of friendship is that it is voluntary and includes mutual
intimacy and personal self-disclosure (Young, 2015).
The study revealed that the ability to improve healthy peer relationships
depends on the adolescent’s self-esteem, self-identity, and self-reliance. They can
understand each other, talk about their own problems and find out ways to solve issues
together. Adolescents choose their friends, in terms of their similar interests, the study
also states that adolescents who supported by their friends and parents may perform
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better in school as compared to the adolescents who receive support from only one, or
neither. Therefore, both friends and parents are important for the adolescents’
development (Abraham, 2010).
Receiving support from significant others like romantic relationships plays a
role in an individual life. Being involved in a romantic relationship can decrease the
possibility of being lonely (Chow, Ruhl, & Buhrmester, 2015). Also, based on the study
of Kawamichi et al. (2016), engaging in a romantic relationship improves subjective
happiness by means of positive experiences.
It was found in the study of Williamson (2015) that women received more
support than men. It was stated that a younger person who receives support tends to be
more extroverted, and a person who is more likely open to new experiences received
more support. Moreover, the study revealed that when a person received low support
than they expect to receive, they could experience a more negative mood.
Social support is the quality of support from social relationships as perceived
by a person. This support had an important source of influence on self-esteem and life
satisfaction. Actual support might be available from family members, peers, and
significant others. In the study of Tahir, Inam, and Raana (2015), one hundred twenty
(120) adolescent girls were examined which resulted that there is a strong correlation
between social support and self-esteem. It also revealed that adolescents rely more on
support from their families as compared to their peers.

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Multidimensional Scale of perceived social support is the most widely used
self-report to measure of perceived social support, and this composed of three specific
dimensions of perceived sources of social support which is the family, friends, and
significant others (Zimet et al. as cited in Osman et al., 2014).
Self-esteem
Self-esteem is the judgment of worthiness related to the conception of self.
According to Rosenberg (1965), as cited in Ummet (2015), self-esteem is the positive
and negative approach of the individual to oneself. This judgment reached a
consequence of self-evaluation and analytical evaluates for the level of self-esteem.
The study done by Ummet (2015), examined college students’ self-esteem
when it comes to their self-satisfaction on their basic psychological needs. The results
showed that the self-esteem of the students caused by the attitude of their parents. Also,
the difference in the gender did not have any effect on the self-esteem of the students.
Students with high self-esteem can cause many positive outcomes and
benefits, particularly on achievement in school. Most individuals with high self-esteem
emphasize their achievements and good traits. Teachers, parents, therapists, and others
have focused determinations on boosting self-esteem. The study found that there was a
significant relationship between self-esteem and academic performance. When
acquiring high self-esteem, it could have a positive effect in terms of academic
outcomes of the students (Correlating, 2018).

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Furthermore, a significant difference was determined between the male and
female students on the level of self-esteem and academic performance scores. The
study revealed that male students got high scores on self-esteem unlike female students
(Arshad, Zaidi, & Mahmood, 2015).
A study examined the self-esteem in Korean adolescents’ results indicated
that self-esteem was positively correlated with satisfaction in school, academic grades,
and perceived health status. Peer relationships were considerably associated with self-
esteem. The results considered in the establishment of health policies and the content of
programs to help improve adolescent’s health outcomes (Park et al., 2016).
Acquiring low self-esteem could possibly lead to misery. A person with low
self-esteem may be connected with feelings of loneliness. Thus, low self-esteem may
simply be an early sign of depression (Orth & Robins, 2013).
In the study of Păunescu et al (2014), results showed that this conceptual
component of emotional intelligence is related with approaches of self-confidence at
the same time. They relied on the first-year students that show a sense of self-
confidence, which depends on self-esteem and appreciation, which based on a relative
sense of their own identity development.
In the study of Garcia and Santiago (2017), it shows that there is an
important relationship between parenting styles and self-esteem among adolescents.
Thus, the most essential impact on a person’s level of self-esteem was their parents.
Self-esteem means self-image that improves upon one’s beliefs. In the study
of Kumar, Lal and Bhuchar (2014), it aims to investigate the impact of social support
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on self-esteem and aggression. One hundred (100) students with age ranging from 18-
23 years old were selected to be the respondents in the study. The results have shown
that there was a positive relationship between social support and self-esteem, and a
negative correlation between social support and aggression.
People with high self-esteem are more likable, attractive, and have a better
relationship, while people with low self-esteem could not make better impressions on
others. The Rosenberg Self-Esteem Scale is a widely used self-report instrument for
assessing individuals’ self-esteem (Rosenberg, 1965).
Adolescents
Adolescence is the “role confusion against developing identity” period as
defined by Erikson, (1968) as cited in Curtis, (2015). He further explained that in this
period, an individual begins searching for new roles that might help them to find out
their social identities and it is when the formation of an adolescents’ identity is more
vital incident rather than the identifications in others to the periods of development.
The adolescence stage is recognized to be in between childhood and
adulthood. According to the theory of Erik Erikson's Psychosocial Development theory,
the essential developing task is when the person in this period has the motivation for
achieving his own identity (Hernandez, 2017).
One of the most serious period stages of a person is the adolescence stage. In
this period, a person faces problems such as concerning low self-esteem. The self-
esteem could be influenced through several factors such as school, friends, and inner
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personality. However, based on the studies regarding different understanding and
results, the family has a vital role in shaping self-esteem. The result of the study
reported that adolescents rely on family support (Rezaei-Dehaghani, Paki, & Keshvari
2015).
Adolescence is a period of rapid change, not just physically, but also
emotionally, mentally, and socially. This is the period when the person becomes
attached to the world of adults. In addition, it is the time when an individual remains
searching and developing the so-called “self”. This contains the duty of forming
attitudes, behavior and personality patterns. It has changed massively, mostly in their
social aspect (Garcia & Santiago, 2017).
During mid-adolescence, they are intensely involved in themselves. They
balance working, obtaining high expectations for themselves and have a poor self-
concept. They have the tendency to disconnect themselves from their parents and are
seeking freedom. They are frequently focused to make a set of friends and must have a
better association on them (3-C Family Services, 2016).
According to the World Health Organization (2018), the age of an adolescent
is aged between 10 and 19 years old. Thus, in our study, we focus on Senior High
schools that we limited the age gap, which is aged to 15-19 years old.
Synthesis
Adolescents may feel their self-worth if they receive support from family,
friends, and significant others. They tend to be happy, confident and capable of
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maintaining healthy relationships when they know that there are people supporting
them. Receiving support from family may help an adolescent to boost their self-esteem
because they tend to value their family member. It is beneficial for an adolescent to
receive support from their friends because it may result to inspire them to get involved
in activities, can perform better in school, and achieve healthy psychosocial adjustment.
Furthermore, receiving support from significant others like romantic relationships can
also help an adolescent to decrease being lonely.
On the other hand, self-esteem is the judgment of worthiness related to the
conception of self. A student with high self-esteem shows good traits, has good
academic grades, and improves health status. However, a person with low self-esteem
may feel the sense of being lonely.

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CHAPTER 3
METHODOLOGY
Research Design
The study is a correlational research. According to Tria and Limpingco
(2010), a correlation is a relationship between two or more paired factors or two or
more sets of test scores. A correlational research is used to find relationships among two
or more variables studied without any attempt to influence them; it also investigates the
possibility of relationships between two variables. Each instrument will measure social
support and self-esteem. For analyzing social support, Multidimensional Scale of
Perceived Social Support by Zimet, Dahlem, Zimet and Farley (1988) will be used,
while Rosenberg Self Esteem Scale by Rosenberg (1965) will be used to measure the
Self-Esteem.
Subjects and Study Site
When taking a population sample, it must use a formula to figure it out what
sample size need to take. The Slovin’s formula was formulated by Slovin in 1960 which
could help to determine a sample size that you need take (Statistics How To, 2012). In
this study, Slovin’s formula was used in able to gather the target number of respondents,
therefore, three hundred (300) was the total result in the Slovin’s formula and three
hundred fifty (350) respondents were able to gathered in the study. The study was
conducted within San Sebastian College-Recoletos de Cavite. The researchers also used
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the purposive sampling technique to determine the criteria of the researchers for this
study as follows:
1. Must be currently enrolled in the Senior High School Department of San
Sebastian College-Recoletos de Cavite at the time of data collection;
2. The age of the respondents must be 15-19 years old, and
3. Must be willing to participate in the study as conformed by signing a free
prior and informed consent form, together with the parent/guardian
consent form.
Research Instrument
Test Instrument No.1. Multidimensional Scale of Perceived Social
Support. This questionnaire, established by Zimet, Dahlem, Zimet and Farley (1988),
is a 12-item scale that measures perceived support from three domains such as family,
friends, and a significant other. It is a 7-point Likert-type scale format, ranging from
very strongly disagree to very strongly agree. Higher scores suggest higher levels of
perceived social support.
Reliability and Validity. The measure has good internal consistency. Results
have shown that the Cronbach’s alpha coefficient was .88 and has a good test and re-test
(Zimet et al., 1988).
Administration of the Test Instrument No.1. The researchers will gather
the respective respondents to a place wherein they feel comfortable so that they can
focus on answering the scale. Also, the person in-charge to administer the test must
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ensure to read the instructions first before they proceed. This test will take 5-10 minutes
to answer but there is no time limit will be requiring.
Scoring for the Test Instrument No. 1. To calculate the mean scores: for the
Family Subscale, sum across items 3, 4, 8, & 11, then divide by 4; for the Friends
Subscale, sum across items 6, 7, 9, & 12, then divide by 4; for the Significant Other
subscales, sum across items 1, 2, 5, & 10, then divide by 4; for the Total Scale, sum
across all 12 items, then divide by 12. Low support has given to mean scale ranging
from 1 to 2.9, while moderate support is given to scores of 3 to 5, and high support is
given to 5.1 to 7.
Test Instrument No.2. Rosenberg Self Esteem Scale. This questionnaire
was developed by Rosenberg (1965). This 10-item scale measures feelings about the
self. The items in this questionnaire are answered using a 4-point Likert scale format
ranging from strongly agree to strongly disagree.
Reliability and Validity. The measure has high internal consistency
(coefficient alpha = .88) and has a good test and re-test (Gray-Little, Williams &
Hancock, 1997)
Administration of the Test Instrument No.2. After answering the first
questionnaire, the respondents will proceed to answer this questionnaire. This test will
take 5-10 minutes to answer but there is no time limit will be requiring.
Scoring for the Test Instrument No.2. For items 1, 2, 4, 6, and 7 are scored
in which; strongly agree is equal to “3”, agree is equal to “2”, disagree is equal to 1,
then strongly disagree is equal to “0”, and for items 3, 5, 8, 9 and 10 are reverse scored,
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in which “0,1,2,3”. The scale ranges from 0-30. Scores below 15 suggest low self-
esteem; scores between15 to 25 suggest within a normal range, and scores between 25
and above suggest high self-esteem.
Data Gathering Procedure
In order to gather the respondents in this study, the researchers used
purposive sampling technique and Slovin’s formula to determine the sample size. The
respondents that have the criteria given by the researchers will be asked to participate in
the study.
Phase 1: Preparation for Data Gathering
1. A letter was given to the Principal of Senior High
School students of San Sebastian College-Recoletos de Cavite.
2. A letter was given to the VP Academics to allow the researchers to
conducted the study inside the school.
3. The parental consent together with free prior and informed consent form
were given to the respondents that was given one week to return it.
4. The researchers scheduled the ten (10) sections for test administration in
a span of five (5) weeks.
Phase 2: Data Gathering

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1. The researchers were collected the parental consent and free prior and
informed consent form.
2. Those who did not submit and decline the parental consent and free
prior and informed consent form were excluded from participating in
the study.
3. The researchers started with a short introduction about the study and
read the instruction of the tests.
4. The tests administered were the Multidimensional Scale of Perceived
Social Support and Rosenberg Self Esteem scale.
Phase 3: Debriefing
1. After the respondents answered the questionnaires, the researchers
collected the questionnaires.
2. The researchers thanked and dismissed the respondents after administered
the tests.
3. The answers of the respondents were tabulated and presented in tables,
and it was analyzed and interpreted it with the help of the statistician.
4. After getting the results from the statistician, the researchers informed
the students about the results and were interviewed.
Ethical Considerations
The following are the ethical considerations essential to the study:
1. The study was approved by the Principal of the Senior High School
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students of San Sebastian College-Recoletos de Cavite, and was briefly
explained of the nature and objectives of the study as well as the
respondents were expected to do.
2. The study was approved by the VP academics to conduct the research
study to the senior high school students inside the school during the
vacant periods of the respondents.
3. Parents of the respondents were informed by the interested respondent as
they were given Parental Consent that they should give to their parents
to read and to be informed. Respondents who failed to submitted the
informed consent and parental consent or decline to participate before
administered the test were excluded from participating in the study.
4. Respondents were given information about the details of the study, as
well as the expected tasks they had accomplished such as: (1) they have
the right to decline or participate; (2) they will be asked to complete two
sets of questionnaires; (3) there were no major risks during the test; (4)
the researchers informed the students that they were not given any
incentives and; (5) the rights of confidentiality of the respondents during
the test.
5. The scales MSPSS and RSES are both public domain and has no
permission required using it, but the researchers still asked permission to
the authors and given the permission to used it.

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Statistical Treatment of Data
This study utilized the descriptive method in this quantitative approach
towards the study. All data to be gathered from the administration of Multidimensional
Perceived of Social Support (MSPSS) and Rosenberg Self-Esteem Scale (RSES)
undergo statistical analysis in order to know the relationship of the two variables.
Pearson's correlation coefficient will be used to analyze the data that pertains to explain
the relationship between social support and self-esteem. Mean and percentages will be
used to explain the levels of social support and self-esteem. z-test, on the other hand,
will be used to determine the differences between male and female respondents
concerning their social support and level of self-esteem. The raw scores were computed
and interpreted by the statistician.

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CHAPTER 4
RESULTS AND DISCUSSION
The main purpose of the study was to investigate the relationship of social
support on the level of self-esteem among Senior High School students. Respondents’
profile was utilized and is supported by demographic data. To further analyze the data,
mean and percentages, and z-test were employed in the study.
Results Demographics F %
Male 155 44
Research
Female 195 56
Total 350 100
Problem no. 1:
What is the demographic profile of the Senior High School students in terms of
gender?
Table 1
Demographic Profile of the Senior High School Students
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Table 1 presents the demographic profile of the Senior High School students
according to gender. The data shows that out of three hundred fifty (350) respondents,
one hundred fifty-five (155) or forty four percent (44%) are males and the one hundred
ninety-five (195) or fifty six percent (56%) are females. The percentage shows that the
female respondents are much higher than male respondents.
Research Problem no. 2: What is the level of social support among Senior High
School students as measured by the Multidimensional Scale of Perceived Social
Support?
Table 2
The level of social support among Senior High School students as measured by
the Multidimensional Scale of Perceived Social Support
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Table 2 shows the level of social support perceived by Senior High School
students. The Senior High School students perceived that a special person is around
when they are in need as HIGH SUPPORT with a weighted mean of 5.43. The special
person whom they can share their joys and sorrows is perceived as HIGH SUPPORT
with 5.57 weighted mean. The students also perceived that the family who really tries to
help them as HIGH SUPPORT with a weighted mean of 5.31. They said that the
emotional help and the need of support that they get from their family indicates HIGH
SUPPORT with a weighted mean of 5.04. Moreover, the respondents perceived that a
special person who is a real source of comfort to them as HIGH SUPPORT with a
weighted mean of 5.40. Their friends that tries to help them is perceived as HIGH
SUPPORT with a weighted mean of 5.49. They said that they can count on their friends
when things go wrong which indicates HIGH SUPPORT with 5.32 weighted mean. The
problems they can talk about with their family is perceived as MODERATE SUPPORT
with the lowest weighted mean of 4.52. However, the students perceived friends they
can share their joys and sorrows indicates HIGH SUPPORT with highest weighted
mean of 5.60. The special person in their life who cares about their feelings is perceived
as HIGH SUPPORT with 5.39 weighted mean. The respondents also perceived that the
family is willing to help them make decisions as HIGH SUPPORT with weighted mean
of 5.33. When asked of the problems they can talk about with their friends indicates
HIGH SUPPORT with 5.33 weighted mean. The level of social support among Senior
High School students was perceived as HIGH SUPPORT with a total of 5.31 weighted
mean.
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Research Problem no. 3: What is the level of self-esteem among Senior High School
students as measured by the Rosenberg Self-esteem Scale?
Table 3
The level of self-esteem among Senior High School students as measured by the
Rosenberg Self-esteem Scale
Table 3 presents the level of self-esteem perceived by Senior High School students. The
Senior High School students perceived that their worth as a person at least on an equal
plane with each other as HIGH SELF-ESTEEM with the highest weighted mean of
2.03. They feel a number of good qualities which perceived as MODERATE SELF-
ESTEEM with 1.94 weighted mean. The students inclined to feel that they are a failure
indicates MODERATE SELF-ESTEEM with 1.52 weighted mean. The respondents also
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perceived that they able to do things as well as most other people as MODERATE
SELF-ESTEEM with weighted mean of 1.85. Moreover, the students feel that they do
not have much to be proud of shows MODERATE SELF-ESTEEM with 1.41 weighted
mean. They take a positive attitude toward themselves indicate MODERATE SELF-
ESTEEM with weighted mean of 1.94. The respondents perceived that they are satisfied
with themselves as MODERATE SELF-ESTEEM with weighted mean of 1.86.
However, the students wish they could have more respect for themselves are perceived
as LOW SELF-ESTEEM with lowest weighted mean of 0.94. They certainly feel
useless at times indicate MODERATE SELF-ESTEEM with weighted mean of 1.10.
The respondents also perceived that they think they are no good at all as MODERATE
SELF-ESTEEM with weighted mean of 1.12. Overall, the level of self-esteem among
Senior High School students is perceived as MODERATE SELF-ESTEEM with total of
1.57 weighted mean.
Research Problem no. 4: Is there a significant relationship between social support
and self-esteem among the Senior High School students?
Table 4
The significance of the relationship between Social support and Self-esteem among the
Senior High School students
Pearson r value Interpretation

r = 0.26 Moderately low correlation
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Table 4 shows the results of the relationship between social support and self-
esteem. The results indicated that there is moderate low correlation between the two
variables with 0.26 Pearson r value.
Research Problem no. 5: Are there significant differences in the level of social
support of the Senior High School students when grouped according to gender?
Table 5
The significance of differences in gender on the level of Social support among the
Senior High School students
Gender Mean Standard z-tab z- Interpretation

Deviation statistic
Male 5.30 1.52 ± 0.18
Female 5.32 1.49 1.645 Not Significant
Table 5 presents the results of the differences in the level of social support of the Senior
High School students when grouped according to gender. The data shows that male
respondents have the mean of 5.30 and standard deviation of 1.52; female respondents
have the mean of 5.32 and standard deviation of 1.49 with z-tab (±1.645) and z-static
(0.18). It indicated that there is no significant difference in the level of social support
when grouped according to gender.
Research Problem no. 6: Are there significant differences in the level of self-esteem
of the Senior High School students when grouped according to gender?

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Table 6
The significance of differences in gender on the level of Self-esteem among the Senior
High School students
Gender Mean Standard z-tab z- Interpretation
Deviation statistic
Male 1.51 0.77 ± 2.23
Female 1.64 0.77 1.645 Significant
Table 6 shows the results of the differences in the level of self-esteem of the
Senior High School students according to gender. The data indicated that male
respondents have the mean of 1.51 and standard deviation of 0.77; female respondents
have the mean of 1.64 and standard deviation of 0.77 with z-tab (±1.645) and z-static
(2.23). It shows that there is significant difference in the level of self-esteem according
to gender.
Research Problem no. 7: Based on the findings, what action plan can be proposed
to address the social support and self-esteem among Senior High School students?
Table 7
Proposed Intervention plan or Action Plan
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Table 7 shows the action plan that will be proposed by the researchers to alleviate
concerns about self-esteem and social support among the Senior High School students.
Discussion
The main purpose of the study was to investigate on the relationship of
social support on the level of self-esteem among Senior High School students.
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The first aim of the study was to investigate the level of social support
among Senior High school students. The results were interpreted as high support.
Previous study also supported this premise. It suggests that a person who is supported
through their life is likely to be happy and healthy, confident when it comes to their own
abilities, effective individual who is unlikely to break down in difficulties, active
contributors to the community, compassionate and helpful to others, as well as, they are
incapable of maintaining healthy relationships (Feeney & Collins, 2015).
The second aim of the study was to investigate the level of self-esteem
among Senior High School students. The results were interpreted as moderate self-
esteem. Although it was found inconsistent on the results of other study supported this
premise. Some studies revealed that students with high self-esteem can cause many
positive outcomes and benefits, particularly on achievement in school. Most individuals
with high self-esteem emphasize their achievements and good traits. When acquiring
high self-esteem, it could have a positive effect in terms of academic outcomes of the
students (Correlating, 2018).
The third aim of the study was to investigate the relationship of social
support and self-esteem. Results showed that there is no significant relationship
between the two variables. The hypothesis was supported by the results in this study.
However, previous researchers have presented an evidence to support the strong
correlation between social support and self-esteem (Tahir, Inam, &Raana, 2015; Kumar,
Lal, &Bhuchar, 2014).

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The fourth aim of the study was to investigate the difference in the level of
social support of the Senior High School students according to gender. The hypothesis
was supported by the results in this study. In previous studies, it was found out that
women received more support than men (Williamson, 2015). Though, this study showed
negative difference in the level of social support according to gender.
The fifth aim of the study was to investigate the difference in the level of
self-esteem of the Senior High School students according to gender. The result did not
support the hypothesis of the study. Some studies revealed that male students got high
scores on self-esteem unlike female students (Arshad, Zaidi, & Mahmood, 2015).
Results showed a significant difference in the level of self-esteem according to gender.
After gathered the findings, the last aim was to proposed an action to
alleviate concerns about self-esteem and social support among the Senior High School
students. This proposed action plan was focused in to two areas which is; 1.) Students’
Self-esteem; and 2.) Students’ relationship with Family.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter discusses the summary of the research, conclusions derived
from the findings, and recommendations regarding the implications of the study. A total
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of three hundred eighty (380) consent form were first to distributed and three hundred
fifty (350) were returned and able to gathered. Therefore, thirty (30) respondents were
excluded from participating in the study (8%), five (5) or one percent (1%) did not
allowed their parents; six (6) or two percent (2%) were absent from the class and;
nineteen (19) or five percent (5%) declined to answer because as agreed to informed
consent form, the students have the right to participate or decline.
Summary and Findings
The demographic profile results revealed that one hundred ninety-five 195
respondents (56%) was female, and one hundred fifty-five (155) respondents (44%) was
male. The percentage shows that the female respondents are much higher than male
respondents.
The MPSS results revealed that as perceived in friend support had a level of
high support; as perceived in significant others support had a level of high support, and
as perceived in family support had a level of high and moderate support. That this
shown a level of social support among Senior High School students had a high support
with a total of 5.31 weighted mean. Previous study also supported this premise. It
suggests that a person who is supported through their life is likely to be happy and
healthy, confident when it comes to their own abilities, effective individual who is
unlikely to break down in difficulties, active contributors to the community,

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compassionate and helpful to others, as well as, they are incapable of maintaining
healthy relationships (Feeney & Collins, 2015). Therefore, in this study showed
moderate support from family than in friends and significant others that showed high
support. Friendship is one of the important aspects of life through the lifespan of an
individual. People, especially the youth who share the same thoughts or interests, are
related to their over-all experiences and the quality of life that perceived friend support
can predict lower levels of sadness (Young, 2015). Receiving support from significant
others like romantic relationships plays a role in an individual life. Being involved in a
romantic relationship can decrease the possibility of being lonely (Chow, Ruhl,
&Buhrmester, 2015). Also, based on the study of Kawamichi et al. (2016), engaging in
a romantic relationship improves subjective happiness by means of positive
experiences. However, in previous studies showed they rely more on support from their
families (Tahir, Inam, and Raana 2015). Filipinos are more likely to value their family
(Morillo, Capuno, & Mendoza, 2013).
The RSES results revealed that level of self-esteem among Senior High
School students had a moderate self-esteem with total of 1.57 weighted mean. Although
it was found inconsistent on some studies revealed that students with high self-esteem
can cause many positive outcomes and benefits, particularly on achievement in school.
Most individuals with high self-esteem emphasize their achievements and good traits.
When acquiring high self-esteem, it could have a positive effect in terms of academic
outcomes of the students (Correlating, 2018). Also, the study found out that respondents
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had a low self-esteem on the statement of “I wish I could have more respect for myself”.
Acquiring low self-esteem could possibly lead to misery. A person with low self-esteem
may be connected with feelings of loneliness. Thus, low self-esteem may simply be an
early sign of depression (Orth & Robins, 2013).
The results showed that there is no significant relationship between the two
variables. The hypothesis was supported by the results in this study. Although previous
studies have presented an evidence to support that there is a strong correlation or
significant relationship between social support and self-esteem (Tahir, Inam, and Raana
2015), as well as null findings Garcia and Santiago (2017).
The results showed that there are no significant differences in the level of
social support between male and female. Although previous studies found that women
received more support than men (Williamson, 2015).
The results showed that there is significant relationship in the level of self-
esteem between male and female. However, in previous study done by Ummet (2015)
found out that the difference in gender did not have any effect on the self-esteem of the
students.
Conclusions
Based on the results of this research, following conclusion were drawn:

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1. The level of social support has a level of High Support.
2. The level of self-esteem has a level of Moderate.
3. There has no significant relationship between Social support and Self-esteem.
4. There has no significant differences in gender on the level of social support.
5. There has a significant difference in gender on the level of self-esteem.
To add more information about the findings of the study, the researchers
decided to interview. Based on the interview, the reasons why the Senior High School
students had moderate support from family may be categorized into two (2) areas which
is; 1.) family does not have enough time; and 2.) currently they have conflict or
misunderstanding in the family. Mostly of the respondents said that the family just
financially support them and they feel that it is not enough because they longing for
their parents to care, as stated “financially lang ang support at kulang pa rin yon.”;
“Gusto rin po namin maramdaman yung care nila sa amin na hindi madalas
maramdaman.”. Also based on the interview in self-esteem, mostly the stated reason
why the students had a moderate self-esteem and low self-esteem was they need to
know more about their self-worth, and they need to know more about themselves before
the others, as stated “to have a more respect po for myself is very important”; “gusto pa
po namin mas malaman pa ung self-worth namin kasi nakakatulong po ito about sa
attitude at personality”; and “it will help to boost confidence and develop a strong
character”.
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Based on the findings, the researchers come up with the proposed
intervention plan or action plan, which focus on to two areas; 1.) Students’ Self-esteem,
and 2.) Students’ relationship with family.
Recommendations
The following recommendations were made based on the findings of the
study:
1. Further studies can be done among Senior High School students or
adolescents to look into different reasons why the students cannot open up to their
family. Since, on the findings and interview, seems that there is a gap between parents
and students.
2. Future research may identify other factors that might contribute to the
adolescent’s self-esteem, and that can help them to know more about their self-worth.
Since, on the findings and interview, seems that there is a problem between knowing
more about their self-worth. Furthermore, it could be done by a qualitative research that
will go deeper about the self-worth.
3. It is recommended that future researchers may conduct this research in
the Public Schools to know if there’s a difference between the students in private and
public schools when it comes to how their perceived social support and their level of
self-esteem.
4. It is recommended to the San Sebastian College-Recoletos de Cavite that
they can implement the proposed intervention plan or action plan made by the
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researchers in the study that could alleviate concerns about the social support and self-
esteem of the students in the school.

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APPENDICES
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APPENDIX A
Informed Consent and Parental Consent
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Parental Consent
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APPENDIX B
Approved Letter from VP Academics

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APPENDIX C
Approved Letter from the Principal of Senior High School Department

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APPENDIX D
Multidimensional Scale of Perceived Social Support

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APPENDIX E
Permission to use the Multidimensional Scale of Perceived Social Support by the

Public Domain
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APPENDIX F
Letter for Requesting Permission to use the Multidimensional Scale of Perceived

Social Support
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APPENDIX G
Permission to use the Multidimensional Scale of Perceived Social Support

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APPENDIX H
Rosenberg Self-esteem Scale

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APPENDIX I
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Permission to use the Rosenberg Self-esteem Scale by the Public Domain
APPENDIX J
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Requesting Permission to Use the Rosenberg Self Esteem Scale
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APPENDIX K
Permission to use the Rosenberg Self-Esteem Scale

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APPENDIX L
Demographic Profile
APPENDIX M
Population of the Senior High School Students

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APPENDIX N
Sampling Method for Sample size (Slovin’s Formula)

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APPENDIX O
Timetable for Research in Psychology

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APPENDIX P
Budgetary Requirements
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Sources of Expenses Amount (PHP)
Adviser 4,000
Statistician 1,000
English Editor 1,500
Plagiarism Checker 400
Panel Members Fee 3,900
Oral Defense Fee
Bond Paper and Other School Supplies 1,500
Ink for Printer 200
Transportation Fee
Photocopy 500
Book Binding
Meal 600
APPENDIX Q
Qualitative Comments
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APPENDIX R
Proposed Intervention Plan (Action Plan)

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San Sebastian College – Recoletos de 1

THE RELATIONSHIP OF SOCIAL SUPPORT ON THE LEVEL

Background: Support from social relationships plays an important role in the

However, on the level of self-esteem has a significant difference in gender. Therefore,

Background of the study

Nowadays, the adolescent’s level of self-esteem may vary depending on the

themselves and may be influenced by how others perceive them.

Social support is rooted in different sources such as family, friends, and

when their adolescent children are facing difficulties and self-doubt.

Teachers can also help an adolescent to boost their self-confidence in terms of

their self-beliefs when it comes to their academic performances.

Although there are several studies in analyzing the relationship between

between social support and self-esteem among adolescents.

Statement of the Problem

College-Recoletos de Cavite. Specifically, the researchers would like to find out:

by the Multidimensional Scale of Perceived Social Support?

the Rosenberg Self-esteem Scale?

Senior High School students?

School students when grouped according to gender?

School students when grouped according to gender?

support and self-esteem among Senior High School students?

1. There is no significant relationship between social support and self-esteem among

Senior High School students of San Sebastian College Recoletos de Cavite.

Senior High School students when grouped according to gender.

by the Multidimensional Scale of Perceived Social Support.

characteristics, experiences, and lifestyle (Nicolaisen, & Thorsen, 2016). In this

study, the term is part of a source of social support.

5.) Self-Esteem – it is an evaluation of one’s own worth as a person (Neff, 2011). In

the others to feel the self-worth.

Sebastian College-Recoletos de Cavite within the age range to 15-19.

FIGURE 1: RESEARCH PARADIGM

Senior High School students.

Significance of the Research

they receive from the social relationship.

informational, financial or physical support.

School Counselors. It may also enable school counselors to be more aware

basis on conducting a seminar about the importance of giving social support.

There are limited number of local studies in analyzing the relationship

research contributes to the literature and practices in this field.

Scope and Delimitation of the Study

The primary concern of this study is to determine the relationship of social

College-Recoletos de Cavite and will not represent the general student

a) Must be currently enrolled in the Senior High School Department of

San Sebastian College-Recoletos de Cavite at the time of data collection;

b) The age of the respondents must be 15-19 years old, and

c) Must be willing to participate in the study as conformed by signing a

3. The age range of an adolescent as defined by World Health Organization

REVIEW OF RELATED LITERATURE

support the study at hand.

Social support pertains to the experience of being appreciated, respected,

self-worth (Kassin, Fein, & Markus, 2014).

According to Feeney and Collins (2015), a person who is supported through

abilities, effective individual who is unlikely to break down in difficulties, active

incapable of maintaining healthy relationships.

likely to value their family (Morillo, Capuno, & Mendoza, 2013).

is an opportunity. Moreover, it is beneficial for them to engage in the classroom and

extra-curricular activities when their peers are present.

Friendship is one of the important aspects of life through the lifespan of an

intimacy and personal self-disclosure (Young, 2015).

depends on the adolescent’s self-esteem, self-identity, and self-reliance. They can

development (Abraham, 2010).

Receiving support from significant others like romantic relationships plays a

of Kawamichi et al. (2016), engaging in a romantic relationship improves subjective